W (A) Introductions and Overview
HW: Improve Wonder Books
Th (B) Introduction to independent reading
Reading Response (Wonder Books): How did it feel to read your summer reading selections? What made them challenging and interesting? What made them difficult or confusing? Were they "just right" for you, or do you need something a level above or a level below?
Collect Summer Reading assignments (Wonder Books); note SR that is incomplete or not turned in.
Choosing "just right" books for you (chart this)
What makes a book feel like the "right fit" for you?
How do you know a book feel like a comfortable fit that will challenge you just the right amount room to grow into?
Could you talk to a friend about what happens (choose a random page)?
Are you still thinking about the book?
How do you know a book is too hard? (confusing beyond understanding, more than 5 words on a page that you don't understand)
How do you know a book is too easy? (characters are familiar, undeveloped, "comfort read" that doesn't challenge you, same old plot)
Does the book interest you with something new rather than the same old, same old?
Instructions for choosing independent reading books:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter.
After you have made your selection, you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: If you have an independent reading book selection at home or on a digital reader, please bring it with you to class tomorrow.
Friday, August 23 Instructions for Students
1. When the teacher hands out your vocabulary workbook, Wordskills (Gold), you can begin working silently on Unit 1. Use classroom dictionaries as needed. Students can also take turns logging in to vocabulary.com on the two classroom desktops using the information below. Remember, you do not need an account in order to access the lists.
2. The teacher will call on students in groups of 2-3 to select independent reading books. See instructions below:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter. If you do not remember how to choose a "just right" book, consult the chart we created in class.
After you have made your selection (including selections you may have brought from home), you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Independent Reading, 20-30 minutes per night; as you read over the weekend, I want you to think about what captures your interest in the book you have chosen, what confuses or mystifies you, and what causes you to wonder or ask questions. Be ready to talk/write about these things on Monday.
Week 2 (Aug. 26-30)
Monday, August 26
Check: Does anyone need to turn in work that was due last week (Wonder Books?)
Note: If you finished your vocabulary book, that's great. Keep working on these words so that you can take your Unit 1 Quiz soon.
Look at class calendar for overview.
1. Did anybody start your new independent reading books over the weekend? How did it go?
2. Record your reading data in the class reading log as it comes around.
Author/Title (Series), Date Checked Out
Reading Level?
Date Read, Time Spent, Pages Completed
Example:
Joe Author, My Book about Stuff, August 23, 2013
Level: M 4.2
August 25, 60 minutes, pages 16-32
3. Reading to share, reading to write...
What do we talk about when we talk about books?
What are some book conversation sentence starters?
What are some questions you could ask?
(Use sticky notes to write one of each)
4. Turn and talk to a partner about your book using one of the sentence starters or questions we've listed.
Tuesday, August 27, 2013
Note: Continue to circulate class reading log to collect data.
A. TweetBoard
1, Draft a "tweet" in 140 characters that expresses the "big idea" of the book by Margaret Haddix that you read.
Choose your words carefully to convey something specific and enticing about your book.
Write in complete sentences; make every word (and every character) count.
Be precise, but detailed, concise but informative.
Use strong nouns and verbs.
Include the book's title in all caps and a "hashtag" for your class. (For example: #5a or #5b.)
Your twitter "handle" should be a twist on your name. Your name/handle does not count in your 140 characters, but your spaces and punctuation do count.
Demonstrate what you know about how to create strong, grammatical sentences that make use of appropriate punctuation to make an impact about your book.
2. Once you have written a draft of your "tweet," get feedback from one other student before you submit it to Ms. Davis for approval. 3. When your tweet is approved, you can write it out using a dark Sharpie on lined paper. 4. Punch three holes into your "tweet" and attach yarn as demonstrated in class. Note: This will count as your first "short" writing assignment.
Example:
@suludavis: M. Haddix's UPRISING tracks 3 very diverse young women whose lives converge at the infamous Triangle Shirtwaist Factory Fire of 1911. #5AB
B. Intro. to Grammar: Chapter 22
1. Work in pairs with a dictionary to look up the following word from Unit 1: twilight. 2. What do you learn from looking up the same word on vocabulary.com and Lexipedia? Shahi?
3. What are some words that you always have difficulty spelling? Do you know any rules for spelling? What is the plural of mouse (as in the device you use on a computer)? How do you make plurals of other words, for example, the words in your Unit 1 list in Wordskills? Where can you find out what the plural of a word is?
Homework: Do the grammar lesson on Chapter 22 in your grammar book -- the lesson will be posted in the Resources section on the Portal. You will need to take your grammar book (English Workshop: Introductory Course) home to use as a reference, but you will work on the exercises there in class tomorrow. Bring your vocabulary and grammar books with you to class tomorrow.
Wednesday, August 28, 2013
Regular period: Vocabulary and grammar work.
Congratulations if you found your way to the the "flipped" lesson. Unfortunately, I had some trouble with uploading, so we'll try for better results next time.
Use this period to work on your own to study Chapter 22 in the English Workshop book or to do Unit 1 in the Wordskills book.
I will circulate and answer questions.
Anyone who is ready to take a quiz on Unit 1 can do so during study hall.
Long period: Begin with "Tweet" exercise; continue with independent vocabulary/grammar work.
Thursday, August 29, 2013
1. Missing work? Wonder books? Tweets? Last chance. (Others work in workbook or read independently: 10 minutes.)
2. Review spelling rules.
ei and ie (note exceptions)
Make posters for prefixes and suffixes (by table)
Example:
HW: Study for grammar quiz. (Note: Prepare to take vocabulary quiz when you are ready.)
Friday, August 30, 2013
1. 10 mins. to put up posters, study chapter 22, ask questions.
2. Anyone who is not ready today can take the quiz on Tuesday at the beginning of LUNCH. Also vocabulary quiz, Unit 1, available then.
3. Grammar, Ch. 22 Quiz
4. Optional Vocabulary quiz
HW: Independent Reading
A reflection is a kind of “think aloud”; it should state both what you talked about and how your thinking has evolved in response to your conversation. Bring this to class on Friday (the last day it will be collected is Monday).**
Discussion: How is learning related to language? What did you learn from the books you read for your Summer Reading assignments? What did the language in those books teach you?
How is language an art?
By E. A. Rodrigues [Public domain], via Wikimedia Commons
According to Wikipedia, Shiva is the Supreme God in different aspects of Hinduism: "the creator, preserver destroyer, concealer, revealer (to bless)."
Introduce “Self-Portrait as Reader” project
Sketch designs; make a materials list for next week. (Take pictures as they are doing this.)
M (D)
Learning Teams Meet: Define roles and goals
Collect summer reading assignments (+1, last chance).
T (E)
5A (Double Period): Complete “Self-Portrait as Learner” project (collage portion);
finish as Homework for Thursday if needed; independent reading.
5B Complete “Self-Portrait as Learner” project (collage portion); finish as Homework for Thursday if needed
Instructions: Work Silently and Diligently Only one person out of your seat at a time Don't be Overzealous and Waste Materials Clean Up!
W (F) Camp Allen Field Trip
Th (A)
Complete "Self-Portrait as Learner" (essay portion); finish as Homework for Friday if needed Instructions: 1. Open a document in Word. Do not change margins. Single space in 14 pt. Times New Roman FONT only (for display purposes). 2. Write an essay in which you paint a portrait of yourself as a learner. Keep in mind that you are creating a picture in words of how you learn. Describe your learning process, and show with concrete detail what your learning looks like and feels like. That means using as many specific NOUNS AND VERBS as possible. Hint: It may help to think of yourself as a character in a story, to set a scene in which you are learning something specific, and to let the story unfold. Remember that your reader will not see or feel or understand your thoughts if you do not share them. We cannot read your mind! 3. Make sure that you mention concrete details that relate to your collage. You do not have to explain directly; rather, your reader should understand your collage better because of the details you have included in your essay. 3. Conclude with an overall sense of who you are as a learner, someone who is individual and different from everyone else. 4. Save to your "home" drive and PRINT to the US Library (TWO COPIES, PLEASE!) If you want an additional backup, save to a USB drive or send your essay to yourself as an email (if you have an email account).
W (A) Introductions and Overview
HW: Improve Wonder Books
Th (B) Introduction to independent reading
Reading Response (Wonder Books): How did it feel to read your summer reading selections? What made them challenging and interesting? What made them difficult or confusing? Were they "just right" for you, or do you need something a level above or a level below?
Collect Summer Reading assignments (Wonder Books); note SR that is incomplete or not turned in.
Choosing "just right" books for you (chart this)
What makes a book feel like the "right fit" for you?
How do you know a book feel like a comfortable fit that will challenge you just the right amount room to grow into?
Could you talk to a friend about what happens (choose a random page)?
Are you still thinking about the book?
How do you know a book is too hard? (confusing beyond understanding, more than 5 words on a page that you don't understand)
How do you know a book is too easy? (characters are familiar, undeveloped, "comfort read" that doesn't challenge you, same old plot)
Does the book interest you with something new rather than the same old, same old?
Instructions for choosing independent reading books:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter.
After you have made your selection, you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: If you have an independent reading book selection at home or on a digital reader, please bring it with you to class tomorrow.
Friday, August 23
Instructions for Students
1. When the teacher hands out your vocabulary workbook, Wordskills (Gold), you can begin working silently on Unit 1. Use classroom dictionaries as needed. Students can also take turns logging in to vocabulary.com on the two classroom desktops using the information below. Remember, you do not need an account in order to access the lists.
**Vocabulary.com**
www.vocabulary.com
STMES 5 Gold Unit 1
https://www.vocabulary.com/lists/280029
STMES 5 Gold Unit 2
https://www.vocabulary.com/lists/291306
STMES 5 Gold Unit 3
https://www.vocabulary.com/lists/291308
2. The teacher will call on students in groups of 2-3 to select independent reading books. See instructions below:
When called by the teacher, students in groups of 2-3 will browse the bookshelf and choose one "just right" book for the first quarter. If you do not remember how to choose a "just right" book, consult the chart we created in class.
After you have made your selection (including selections you may have brought from home), you will record the following information in the Class Reading Log under your name:
Date, Author's Name, and Title of Book (Include the Series title if it is a book in a series)
Remember, reading is a commitment to your learning, and signing the class log indicates your commitment to your own learning. If you already have a book at home (or on a digital reader), just list the information from that book in the log. Bring your book to class with you every day, and take it home every night. You will be asked to read 20-30 minutes per night for independent reading, unless you have other homework for Language Arts that takes up that entire time.
HW: Independent Reading, 20-30 minutes per night; as you read over the weekend, I want you to think about what captures your interest in the book you have chosen, what confuses or mystifies you, and what causes you to wonder or ask questions. Be ready to talk/write about these things on Monday.
Week 2 (Aug. 26-30)
Monday, August 26
Check: Does anyone need to turn in work that was due last week (Wonder Books?)
Note: If you finished your vocabulary book, that's great. Keep working on these words so that you can take your Unit 1 Quiz soon.
Look at class calendar for overview.
1. Did anybody start your new independent reading books over the weekend? How did it go?
2. Record your reading data in the class reading log as it comes around.
Author/Title (Series), Date Checked Out
Reading Level?
Date Read, Time Spent, Pages Completed
Example:
Joe Author, My Book about Stuff, August 23, 2013
Level: M 4.2
August 25, 60 minutes, pages 16-32
3. Reading to share, reading to write...
What do we talk about when we talk about books?
What are some book conversation sentence starters?
What are some questions you could ask?
(Use sticky notes to write one of each)
4. Turn and talk to a partner about your book using one of the sentence starters or questions we've listed.
Tuesday, August 27, 2013
Note: Continue to circulate class reading log to collect data.
A. TweetBoard
1, Draft a "tweet" in 140 characters that expresses the "big idea" of the book by Margaret Haddix that you read.
2. Once you have written a draft of your "tweet," get feedback from one other student before you submit it to Ms. Davis for approval.
3. When your tweet is approved, you can write it out using a dark Sharpie on lined paper.
4. Punch three holes into your "tweet" and attach yarn as demonstrated in class.
Note: This will count as your first "short" writing assignment.
Example:
@suludavis:
M. Haddix's UPRISING tracks 3 very diverse young women whose lives converge at the infamous Triangle Shirtwaist Factory Fire of 1911. #5AB
B. Intro. to Grammar: Chapter 22
1. Work in pairs with a dictionary to look up the following word from Unit 1: twilight.
2. What do you learn from looking up the same word on vocabulary.com and Lexipedia? Shahi?
3. What are some words that you always have difficulty spelling? Do you know any rules for spelling? What is the plural of mouse (as in the device you use on a computer)? How do you make plurals of other words, for example, the words in your Unit 1 list in Wordskills? Where can you find out what the plural of a word is?
Homework: Do the grammar lesson on Chapter 22 in your grammar book -- the lesson will be posted in the Resources section on the Portal. You will need to take your grammar book (English Workshop: Introductory Course) home to use as a reference, but you will work on the exercises there in class tomorrow. Bring your vocabulary and grammar books with you to class tomorrow.
Wednesday, August 28, 2013
Regular period: Vocabulary and grammar work.
Congratulations if you found your way to the the "flipped" lesson. Unfortunately, I had some trouble with uploading, so we'll try for better results next time.
Use this period to work on your own to study Chapter 22 in the English Workshop book or to do Unit 1 in the Wordskills book.
I will circulate and answer questions.
Anyone who is ready to take a quiz on Unit 1 can do so during study hall.
Long period: Begin with "Tweet" exercise; continue with independent vocabulary/grammar work.
Thursday, August 29, 2013
1. Missing work? Wonder books? Tweets? Last chance. (Others work in workbook or read independently: 10 minutes.)
2. Review spelling rules.
ei and ie (note exceptions)
Make posters for prefixes and suffixes (by table)
Example:
HW: Study for grammar quiz. (Note: Prepare to take vocabulary quiz when you are ready.)
Friday, August 30, 2013
1. 10 mins. to put up posters, study chapter 22, ask questions.
2. Anyone who is not ready today can take the quiz on Tuesday at the beginning of LUNCH. Also vocabulary quiz, Unit 1, available then.
3. Grammar, Ch. 22 Quiz
4. Optional Vocabulary quiz
HW: Independent Reading
A reflection is a kind of “think aloud”; it should state both what you talked about and how your thinking has evolved in response to your conversation. Bring this to class on Friday (the last day it will be collected is Monday).**
Discussion: How is learning related to language? What did you learn from the books you read for your Summer Reading assignments? What did the language in those books teach you?
How is language an art?
According to Wikipedia, Shiva is the Supreme God in different aspects of Hinduism: "the creator, preserver destroyer, concealer, revealer (to bless)."
Introduce “Self-Portrait as Reader” project
Sketch designs; make a materials list for next week. (Take pictures as they are doing this.)
Collect summer reading (+1).
Week 2 (August 27-31)
Complete “Self-Portrait as Learner” Project
M (D)
Learning Teams Meet: Define roles and goals
Collect summer reading assignments (+1, last chance).
T (E)
5A (Double Period): Complete “Self-Portrait as Learner” project (collage portion);
finish as Homework for Thursday if needed; independent reading.
5B Complete “Self-Portrait as Learner” project (collage portion); finish as Homework for Thursday if needed
Instructions: Work Silently and Diligently
Only one person out of your seat at a time
Don't be Overzealous and Waste Materials
Clean Up!
W (F) Camp Allen Field Trip
Th (A)
Complete "Self-Portrait as Learner" (essay portion); finish as Homework for Friday if needed
Instructions:
1. Open a document in Word. Do not change margins. Single space in 14 pt. Times New Roman FONT only (for display purposes).
2. Write an essay in which you paint a portrait of yourself as a learner. Keep in mind that you are creating a picture in words of how you learn. Describe your learning process, and show with concrete detail what your learning looks like and feels like. That means using as many specific NOUNS AND VERBS as possible. Hint: It may help to think of yourself as a character in a story, to set a scene in which you are learning something specific, and to let the story unfold. Remember that your reader will not see or feel or understand your thoughts if you do not share them. We cannot read your mind!
3. Make sure that you mention concrete details that relate to your collage. You do not have to explain directly; rather, your reader should understand your collage better because of the details you have included in your essay.
3. Conclude with an overall sense of who you are as a learner, someone who is individual and different from everyone else.
4. Save to your "home" drive and PRINT to the US Library (TWO COPIES, PLEASE!) If you want an additional backup, save to a USB drive or send your essay to yourself as an email (if you have an email account).
F (B)
Continue work on projects